Editor’s note: This essay is an entry in Fordham’s 2025 Wonkathon, which asked contributors to answer this question: “What needs to happen next—at the state, district, and school levels—for the science of reading revolution to fulfill its promise and ensure that far more
Editor’s note: This essay is an entry in Fordham’s 2025 Wonkathon, which asked contributors to answer this question: “What needs to happen next—at the state, district, and school levels—for the science of reading revolution to fulfill its promise and ensure that far more
Editor’s note: This essay is an entry in Fordham’s 2025 Wonkathon, which asked contributors to answer this question: “What needs to happen next—at the state, district, and school levels—for the science of reading revolution to fulfill its promise and ensure that far more
Editor’s note: This essay is an entry in Fordham’s 2025 Wonkathon, which asked contributors to answer this question: “What needs to happen next—at the state, district, and school levels—for the science of reading revolution to fulfill its promise and ensure that far more
Editor’s note: This essay is an entry in Fordham’s 2025 Wonkathon, which asked contributors to answer this question: “What needs to happen next—at the state, district, and school levels—for the science of reading revolution to fulfill its promise and ensure that far more
Editor’s note: This essay is an entry in Fordham’s 2025 Wonkathon, which asked contributors to answer this question: “What needs to happen next—at the state, district, and school levels—for the science of reading revolution to fulfill its promise and ensure that far more
Editor’s note: This essay is an entry in Fordham’s 2025 Wonkathon, which asked contributors to answer this question: “What needs to happen next—at the state, district, and school levels—for the science of reading revolution to fulfill its promise and ensure that far more
Our latest report sheds light on the academic trajectory of high-achieving, low-income (HALO) students in Ohio. They have demonstrated their potential to reach college and use it as a springboard to the American dream. Yet due to the widespread neglect of their talents, our education system allows too many of them to fall through the cracks.
Editor’s note: This essay is an entry in Fordham’s 2025 Wonkathon, which asked contributors to answer this question: “What needs to happen next—at the state, district, and school levels—for the science of reading revolution to fulfill its promise and ensure that far more
Editor’s note: This essay is an entry in Fordham’s 2025 Wonkathon, which asked contributors to answer this question: “What needs to happen next—at the state, district, and school levels—for the science of reading revolution to fulfill its promise and ensure that far more
Editor’s note: This essay is an entry in Fordham’s 2025 Wonkathon, which asked contributors to answer this question: “What needs to happen next—at the state, district, and school levels—for the science of reading revolution to fulfill its promise and ensure that far more
Editor’s note: This essay is an entry in Fordham’s 2025 Wonkathon, which asked contributors to answer this question: “What needs to happen next—at the state, district, and school levels—for the science of reading revolution to fulfill its promise and ensure that far more
America is wasting much of its human capital. That’s because many high-achieving, low-income students—we call them HALO students—fall off the education track and never reach the gates of our top colleges and universities. Regrettably, these capable young people won’t reap the benefits of a four-year degree, which remains a generator of upward mobility and career success.
A remarkable new data engine and provocative policy paper from the Center on Reinventing Public Education should serve to refocus the attention of policymakers and ed-reformers on the many shortcomings of special education as it has evolved over the past half-century.
In the spring of 2000, E.D. Hirsch Jr. published an essay in American Educator titled “You Can Always Look It Up—Or Can You?” It’s one of those pieces that distills a lifetime of insight into a few pages. Hirsch argued that the notion of teaching “learning skills” instead of knowledge was deeply misguided.
Most U.S. students currently or will soon attend a school with a cellphone policy.
Dick Cheney passed away yesterday at the age of 84. As one of his domestic policy advisors during his time as Vice President, I was deeply saddened by the news; especially as I think about my own aging parents (my mom is 81 and my dad is 90).
Editor’s note: This essay is an entry in Fordham’s 2025 Wonkathon, which asked contributors to answer this question: “What needs to happen next—at the state, district, and school levels—for the science of reading revolution to fulfill its promise and ensure that far more
This week, we’re joined by Ohio State’s Stéphan
Editor’s note: This essay is an entry in Fordham’s 2025 Wonkathon, which asked contributors to answer this question: “What needs to happen next—at the state, district, and school levels—for the science of reading revolution to fulfill its promise and ensu
Editor’s note: This essay is an entry in Fordham’s 2025 Wonkathon, which asked contributors to answer this question: “What needs to happen next—at the state, district, and school levels—for the science of reading revolution to fulfill its promise and ensure that far more
In state after state, governors and legislatures have enacted science of reading laws intended to overhaul how children are taught to read—mandating changes in curricula, teacher preparation, professional learning, and/or intervention. But in practice, will these laws live up to their potential? How can we support effective implementation?
Editor’s note: This essay is an entry in Fordham’s 2025 Wonkathon, which asked contributors to answer this question: “What needs to happen next—at the state, district, and school levels—for the science of reading revolution to fulfill its promise and ensure that far more
Editor’s note: This essay is an entry in Fordham’s 2025 Wonkathon, which asked contributors to answer this question: “What needs to happen next—at the state, district, and school levels—for the science of reading revolution to fulfill its promise and ensure that far more
Editor’s note: This essay is an entry in Fordham’s 2025 Wonkathon, which asked contributors to answer this question: “What needs to happen next—at the state, district, and school levels—for the science of reading revolution to fulfill its promise and ensure that far more
Editor’s note: This essay is an entry in Fordham’s 2025 Wonkathon, which asked contributors to answer this question: “What needs to happen next—at the state, district, and school levels—for the science of reading revolution to fulfill its promise and ensure that far more
Editor’s note: This essay is an entry in Fordham’s 2025 Wonkathon, which asked contributors to answer this question: “What needs to happen next—at the state, district, and school levels—for the science of reading revolution to fulfill its promise and ensure that far more
Editor’s note: This essay is an entry in Fordham’s 2025 Wonkathon, which asked contributors to answer this question: “What needs to happen next—at the state, district, and school levels—for the science of reading revolution to fulfill its promise and ensure that far more
For decades, ACT has been testing students’ postsecondary readiness via two separate assessments: one aimed at measuring college readiness and a second that focuses on career-related skills and abilities.
Careers in science, technology, engineering, and math (STEM) fields tend to pay well, offering about double the average wages of non-STEM jobs. But even with that pay advantage, several STEM careers rank among the anticipated workforce shortage areas.
